Position analysis system and method

ABSTRACT

A method and apparatus for deriving key characteristics for superior performance in a job includes deriving a set of behaviorally-related competencies relevant to most jobs, surveying persons knowledgeable about the job based on the set of competencies, and defining the job in terms of the most significant competencies identified by the surveys.

I. CROSS-REFERENCE TO RELATED APPLICATION

This is a Divisional application of application Ser. No. 11/244,525filed Oct. 6, 2005, which is a Divisional application of applicationSer. No. 09/479,646 filed Jan. 7, 2002, which claims priority to U.S.Provisional Application Ser. No. 60/115,300 filed Jan. 8, 1999, hereinincorporated by reference.

II. INCORPORATION BY REFERENCE

The entire contents of U.S. Pat. No. 5,551,880, issued Sep. 3, 1996, areincorporated by reference herein.

III. BACKGROUND OF THE INVENTION

A. Field of the Invention

The present invention relates to a system and method of testing orinterviewing persons for a particular job or work position, and inparticular, to a system and method for improving the likelihood theperson will perform highly in the particular job or assisting the personto increase performance in the particular job, particularly jobs thatrequire human interaction.

B. Problems in the Art

It is difficult to accurately predict how successful a person will be ina particular job or work position. Traditional hiring practices involvereviewing a potential employee's resume and personally interviewing thecandidate. Studies have found this a remarkably ineffective, or at leastunpredictable, method of hiring highly performing individuals forparticular jobs. For example, a recent university study suggests thatwhile 90% of employees are hired by personal interviews, only 14% ofthose hired turn out to be highly successful in the particular job.

It is believed that the reason for the low success rate is due in partto human nature. interviews have conscious or unconscious biases thateffect judgment or ability to predict a success employee. Orinterviewers do not know the important matters about the job and/or theperson in relation to the job to effectively interview the potentialemployee. See, for example, Plotkin, Harris, “Building a Winning Team”,Griffen Publishing, 544 Colorado Street, Glendale, Calif. (1997).

People have been using skills for selection of employees for years.However, they can not validate the process. They are biased and can notidentify if they are measuring a skill, behavior or attitude, forexample. If skills always led to performance, all CPA's, attorneys,medical doctor, nurses, engineers and artists would be successful. Ifintelligence always led to success, all valedictorians would besuccessful.

The behaviorist who has used behavior as a part of the selection processis biased and does not acknowledge the need to look at skills,intelligence, attitudes and beliefs.

The amount of people who understand and use attitudes for selection arebiased and do not look at the other views either. Generally all thepeople who are involved in selection are biased and have trouble trulylooking at a job or position the way they should be viewed. No oneaddresses the passions of individuals that can be met by certain jobs.Selection asks, “What does it take to be a key performer in a certainjob?” While ways exist to measure talent, there has not been a way to beable to find a place to drop the talent in i.e., match a job to thetalent.

Numerous and increasing attempts have been made to create a system forhiring or identifying which persons will be successful for particularjobs. A number of testing systems have been developed and are in use.Many focus on the technical competency of the potential employee. Manyfocus purely on the behavioral characteristics of the employee.

One such system is described in U.S. Pat. No. 5,551,880 (incorporated byreference herein). This system extracts information from the potentialemployee through a questionnaire. In the case of this patent, thequestionnaire probes the behavioral and value characteristics of theindividual. Those characteristics are compared to behavioral and valuecharacteristics that are exhibited by persons successful in theparticular job. A computer can be used to keep track of thequestionnaire answers, their ratings, and their comparison to standards,and a printout can be created which allows the employer to evaluate thepotential employee to see if they match up with successful models forthe job. Alternatively, the system can be used to test existingemployees to see if they fit a job, or to help them improve in a job.

While the patented system described previously has been found to be amuch better predictor of employee success for a job, there are stillneeds in the art. The previously described system is focused on thepeople and their characteristics. More emphasis, or at least significantemphasis on what characteristics the job requires, may lead to evenbetter predictions of employee success.

There are currently discussions of “competency” for jobs. See, forexample, Parry, Scott B., “Just What is a Competency?” June 1998 issueof TRAINING, pp. 58-63; Klein, Andrews, L., “Validity and Reliabilityfor Competency-based system: Reducing Litigation Risks”, Vol. 28,COMPENSATION & BENEFITS REVIEW, Jul. 17, 1996, pp. 31(7). While there ismuch discussion of competency, an effective way to measure the talent ofa person and then find a job to maximize the talent of the person is notknown.

Therefore, there is a real need in the art for an improvement regardingthis question. It is therefore a principal object of the invention toprovide a system and method that improves upon or solves the problemsand deficiencies in the art.

The many attempts to shift the focus of inquiry from interviews andresumes to an evaluation of “competencies” of potential employees begthe question-how does one define “competencies” and which ones arerelevant?

There is no agreement on these questions. Many attempts at using“competencies” mix hard skills, e.g. technical competencies, with whatare sometimes called “soft skills”, e.g. more behavioral related. Otherscome up with generalized, “one size fits all approaches.

Some companies hire consultants to tailor competency models to aparticular company or job.

The problems with present attempts include inaccuracy, biases, cost, andineffectiveness. A “one size fits all” approach does not take intoaccount that different jobs require different competencies. It also doesnot allow for differences in company goals or philosophies.

A significant problem in many present competency based systems is biasof the creator of the system. For example, no matter how experienced oreducated, a consultant or system developer has patent or latent biases.They invariably show up in the definitions, questions, and processing ofsuch systems. Also, a consultant many times is affected by what theconsultant perceives as the desired outcome of the client.

Specific hiring of consultants is costly. Some charge several thousanddollars a day. A customized system for a company can cost tens ofthousands of dollars. And, again, biases are likely.

Also, the effectiveness of present systems is questionable. Most arebased primarily on the real or perceived needs of the company, and notupon the needs of the position. Therefore, many good candidates foreffective or even superior performance in a position are not identified.

III. OBJECTS OF THE INVENTION

Therefore, there is a real need in the art for improvement in the waycompetencies are identified for good performance in a job or position.

The present invention provides a method and apparatus, which improvesover or solves problems and deficiencies in the art.

Other objects, features and advantages of the present invention include,but are not limited to:

-   -   1. A focus on first defining a job by competencies and the most        important competencies.    -   2. Utilization of such a defined job to (a) screen potential        employees for the job, (b) evaluate existing employees in the        job, (c) assist interviewer of job applicants ask the right        questions, (d) develop employees, (e) develop strategies for        matching employees to jobs, and/or (f) help with future business        planning.    -   3. Has greater accuracy.    -   4. Is quicker.    -   5. Is economical.    -   6. Is more flexible.    -   7. Is reusable.    -   8. Diminishes or eliminates bias.    -   9. Assists in ultimate hiring decision.    -   10. Is adaptable to number of jobs/uses.    -   11. Can be computerized/automated.    -   12. Is useable with other methodologies.    -   13. Provides technology, methodologies and processes for        aligning the behaviors, attitudes and performance of individuals        with organizational needs.    -   14. Identifies, calibrates and prioritizes the competencies        required to produce superior performance relative to specific        positions.    -   15. Includes a process for assessing an individual's performance        against the competency requirements of their position.    -   16. Provides the framework for career development plans focused        on developing the competencies required for superior        performance.    -   17. Reinforces the behaviors necessary for superior performance.    -   18. Identifies the behaviors that may hinder superior        performance    -   19. Minimizes the time required to develop competency models.    -   20. Assists in the development of competency profiles that        clarify job descriptions in terms of behavior.    -   21. Provides a job-related basis for coaching and mentoring.    -   22. Provides job-related links between the recruiting, selection        and performance management processes for specific positions.    -   23. Can be implemented using paper and pencil, Intranet or        Internet.    -   24. Provides methodologies for developing competency based        succession plans for key positions.    -   25. Provides the framework for tailoring training and        development programs to individual needs.    -   26. Collects and interprets multiple inputs and perspectives on        position requirements and performance issues.    -   27. Clarifies where training and development investments will be        cost effective and where they may not be justified.    -   28. Provides insight into management or cultural biases on        performance issues.    -   29. Provides information that can assist new hires to understand        what behaviors they will need to demonstrate in a specific        position.    -   30. Provides a framework for assessing the impact of internal or        external changes on the behaviors necessary for performance in a        specific position.    -   31. Assists organizations to develop a baseline for an inventory        of their current workforce competencies.    -   32. Provides a competency-based framework for workforce        planning.    -   33. Provides objective, job-specific language for appraising        performance.    -   34. Assists in the development of a competency-based        compensation system.    -   35. Provides a methodology for clarifying the shifts in        importance of soft skill competencies between positions        represented in career ladders or within job families.

These and other objects, features, and advantages of the presentinvention will become more apparent with the accompanying specificationand claims.

IV. SUMMARY OF THE INVENTION

The present invention comprises a system and method for analyzing a jobor work position and then evaluating applicants for the position todetermine if their characteristics will make them high performers in theposition. The present invention is particularly useful relative to jobsor positions that have human interaction, either with persons inside thecompany, e.g. co-workers, or persons outside the company, e.g.customers, suppliers, etc.

First, a set or family of characteristics, herein called Competencies,specifically related to observable behaviors in the workplace for mostjobs or positions is defined.

Second, one or more persons familiar with the position, and preferablyhighly performing individuals in the position, are interrogatedregarding the Set of Competencies. Optionally, not only are theindividuals queried for skills needed to have high performance in thejob, but also the values/attitudes and others traits or characteristicsthat seem to match up with high performance in the job. Othercharacteristics that can be tested are risks involved individually orfor the company with the job, beliefs associated with high performers inthe job, and intelligence.

Third, the responses are analyzed from the standpoint of theinterrogations. The manner in which the Competencies relate to a givenjob can then be analyzed. At least some Competencies are related toskills, attitudes/values, and/or behavioral traits. Risks could alsohave identified factors, as could others, if desired. Biases are dealtwith or removed by using observable behaviors in a job to define the joband by surveying a set of high performers relative to these observablebehaviors.

From those Competencies, essential Competencies for the particular jobcan be identified. They are correlated with skills, attitudes/values,and/or behavioral traits.

From this key Competencies identification, a plan of action can bedeveloped to better interview and identify those candidates for the jobthat are most likely to be high performers. Specific questions forinterviews can be fashioned. If the key Competencies are identified inthe candidate, the candidate is likely to be a high performer, even ifthe resume or the personal opinion of the interviewer suggestsotherwise.

Alternatively, the report can be shared with existing employees orworkers to assist them to develop the Competency for a certain job, orto assist them to improve in the present job with a very specificdevelopment program.

V. BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a diagrammatic view of a system according to an embodiment ofthe present invention.

FIG. 2 is a flow chart of the method of using the system of FIG. 1according to the invention.

FIGS. 3A to 3U are an example of a Position Survey used with the methodof FIG. 2, including indicia to assist in an understanding of a methodof processing the Position Survey.

FIGS. 4A and 4B are tables used in processing the Position Survey.

FIGS. 5A and SB are tables used in processing the Position Survey.

FIGS. 6A to 6AB are an example of a master Position Report used tocreate specific Position Reports for a variety of jobs or positions fromresults of a Position Survey.

FIGS. 7A to 7N are a hypothetical specific Position Report for a firstjob.

FIGS. 8A to 8P are a hypothetical specific Position Report for a secondjob.

FIGS. 9A to 9P are a hypothetical specific Position Report for a thirdjob.

FIGS. 10A to 10P are a hypothetical specific Position Report for afourth job.

FIG. 11 is a flow chart for an optional procedure for validating aPosition Report.

FIGS. 12A to 12K are an example of a Personal Competency Inventory thatcan be used with the method according to the invention, includingindicia to assist in an understanding of a method of processing thePersonal Competency Inventory.

FIG. 13 are tables used on processing of the Personal CompetencyInventory.

FIGS. 14A and 14B are a hypothetical example of a Personal CompetencyInventory Report.

FIG. 15 is an example of a Feedback Survey for a person performing thejob.

FIG. 16 is an example of a Feedback Survey for the superior to theperson performing the job.

FIG. 17 is an example of a Feedback Survey for peers, subordinates, orothers relative to the person performing the job.

FIGS. 18A to 18I are a hypothetical example of a Feedback Report for aFeedback Survey of FIGS. 15-17.

FIGS. 19A to 19D are a hypothetical example of an additional FeedbackReport for a Feedback Survey of FIGS. 15-17.

FIG. 20 is an example of a hypothetical Interview Record for a first jobapplicant that could be used with the invention.

FIG. 21 is an example of a hypothetical Interview Record for a secondjob applicant that could be used with the invention.

FIG. 22 is an example of a hypothetical Interview Record for a third jobapplicant that could be used with the invention.

FIG. 23 is an example of a hypothetical Interview Candidate Comparisonused with FIGS. 20-22.

VI. DETAILED DESCRIPTION OF A PREFERRED EMBODIMENT

A. Overview

The preferred embodiment will be described with respect to analyzing apotential candidate for a position or job in a company. It is to beunderstood that the invention can be utilized for a variety of types ofjobs or positions, indeed for most.

A set of observable behaviors, identified as being pertinent to mostjobs is defined. This Set of Competencies is used to an analysis of thejob or position in question. A questionnaire called a Position Survey(see FIG. 3) is created by this analysis using the Set of Competencies.The questionnaire is taken by people (subject mater experts) who knowthe job at issue.

Based upon the answers to the questions, which probe a variety ofCompetencies, a profile of the job is produced. By having these in hand,the company can interview applicants to find out which persons have notonly the skills for the job, but also the behaviors, values/attitudes,and risk level for the company.

This allows a set of interview questions to be produced to pull outinformation from the interviewee to allow an unbiased assessment ofwhether the interviewee not only meets skills requirements but also mostlikely has the passion for the job. Stated differently, it is a way tocharacterize the job, not by technical competency alone, but also bywhat might be exciting and stimulating to certain types of people. Itallows an almost automated way (bypassing interviewer biases) ofidentifying the right persons for the right job. Because thequestionnaire of several high performers provides the blueprint for theright person for the job, when the person answers certain questions theright way during the interview, the interviewer basically just watchesfor those “right” answers, and when received is compelled to hire theperson, even if the interviewers biases suggest otherwise.

U.S. Pat. No. 5,551,880 looked at behaviors and values based on whatpersons saw in themselves. The present invention profiles the job inmore of a complete sense; i.e. not only behavior and values, but alsoskills needed and optionally, the intelligence and any hard skills.Still further, the point of reference of looking at these differentareas is from the needs of the job, not from how people rate themselvesabout the job. It is relatively easy to match a person's skills with ajob, but what about motivation? Does that person have the passion to dothe best in the job? Applicants sometimes do not know their owncompetencies or are reluctant to disclose their weaknesses. The presentinvention bypasses these problems with traditional, interviews byprofiling the job for high performance, and then subtly, probing theinterviewee both head-on (for skills) and obliquely (behavior traits,values/attitudes) to see if the person has the passion to highly performin the job, even if demonstrating good skills and aptitude.

B. Environment

The embodiment described herein is used to either evaluate potentialemployees for a position in a company, to evaluate a current employee ina position within a company, or to evaluate a job or position in acompany so that a more effective strategy of obtaining correct employeesor more correctly planning the future of a company can be accomplished.

The described embodiment utilizes what is called in the art a“competency model”. Such competency models have been widely discussed inthe literature. For example, see Boyatzi, Richard, “The CompetencyManager: A Mode For Effective Performance”, John Wiley & Sons (1982);and Spenser and Spenser, “Competence At Work”, John Wiley & Sons (1993).As discussed previously herein, existing competency models do not agreewith one another; and more importantly, focus on deriving competencies,no matter how defined, of a potential or existing employee.

The present invention starts with a definition of competencies that isbased upon behaviors and values such as are defined in the co-owned,issued U.S. Pat. No. 5,551,880. Thus, the competencies are founded inthe soft skills or more intangible aspects of a person's inherentmake-up, as opposed to education, work experience, or technical (“hard”)skills. Secondly, the methodology is based on first characterizing thejob or position, as opposed to the person being evaluated for the job.

The invention can be useful in a number of ways. It will be firstdescribed with regard to evaluation of potential employees for a job.

C. Definitions

Some definitions will assist in an understanding of this description:

“Position” means a job in a given organization.

“Position Survey” means an initial questionnaire given to personsfamiliar with a position to derive competencies deemed required forsuperior performance in such a position.

“Position Report” means a description of required competencies forsuperior performance for a position based on the Position Survey (s),and can include discussion of approaches for identifying prospects forthe position and interviewing such prospects.

“Personal Competency Inventory” means a survey intended for a potentialemployee for the purpose of evaluating the potential employee'scompetencies related to the position.

“Feedback Survey” means a survey intended for any or all of an existingemployee, an employee's superior(s), that employees peer(s), thatemployee's subordinate(s), or others having some relationship with theposition.

“Feedback Report” means a description of the results from one or more“Feedback Surveys”.

“Interview Record” means a form useful for an interviewer relative to aninterviewee.

“Interview Candidate Comparison,” means a form for an interviewer tohelp compare a plurality of interview candidates.

“Competency”, as used herein, means a behaviorally-related observablecharacteristic in the workplace relative to a particular job from theSet of Competencies defined herein.

“Set of Competencies”, as used herein, means a specific family ofCompetencies.

D. Apparatus

FIG. 1 illustrates a basic apparatus for using the system 10 accordingto the invention. A computer 12 would include software 14 and text files16 stored in a database. Computer 12 is capable of processing multiplePosition Surveys 20, Personal Competency Inventories 22, and FeedbackSurveys 24. Each of surveys 20, 22, and 24 can be in electronic form,accessible to a potential employee at a computer terminal, either nearcomputer 12, or at a remote cite. A communications network 16 (modem,Worldwide Web, Intranet, etc.) can be used to communicate electronicversions of these surveys.

Computer 12 processes the surveys according software 14 and can produceseveral types of output reports.

A computer can be used to more efficiently process information accordingto the invention. Appropriate hardware is within the skill of thoseskilled in the art.

U.S. Pat. No. 5,551,880 discloses ways in which the system of thepresent invention could be practiced, including its computerization andthe use of questionnaires, the coding .and numerical characterization ofthe codings, and thus the ability to process the information with acomputer, and provide an output report.

Software can be developed, as within the skill of those skilled in theart, by following this description.

As illustrated in FIG. 1, a Position Report 30 is possible, based onPosition Survey 20. A Personal Competency Inventory report 32 can beproduced based on Personal Competency Inventory 22. A Feedback Report 34could be produced based on Feedback Survey 24. These are each describedin more detail later.

Additional reports could be created such as a comparison of PositionSurvey 20 with Personal Competency Inventory 22 (see reference numeral36). Similarly, comparison of Personal Competency Inventory 22 (seereference numeral 36). Similarly, comparison of Position Survey 20 withFeedback Survey 24 could be produced (see reference numeral 38). Stillfurther, other types of reports can be created as will be appreciated.

A communication network 18 can also be used to electronically transmitsuch reports to a desired location. For example, e-mail, modem,Worldwide Web, Intranet, etc. could be used to electronicallycommunicate any of the reports to a remote site for display on acomputer or printing of a hardcopy.

Subject matter experts could take Position Survey 20 at a personalcomputer and submit to an employment agency in city A. Computer 12 couldbe located in city B. A potential employer could be located in city C.The potential employees, taking a Personal Competency Inventory 22 incity A could have it transmitted to computer 12 in city B. Computer 12could issue a report and send it electronically to city C for use byemployer, comparing potential employee to the Position Report.

E. Methodology

Behind the surveys and reports created to define the Competenciesrelated to superior performance in a job the identification, definitionand selection of a family of Competencies referred to herein as the Setof Competencies. As previously discussed, much has been written about“competencies”. However, no agreement exists as to what is a competency.

A standardized set, the Set of Competencies, is established. The Set ofCompetencies have also been derived from studies of foundational work oncompetency, and on foundational work relating to behaviors andvalues/attitudes. This is described in U.S. Pat. No. 5,551,880.

Presently there are all sorts of definitions of what comprises a“competency” related to jobs or performance. As used herein, the Set ofCompetencies is selected as being almost universally relevant to mostjobs or positions in the workplace. By relevant it is meant that acrossthe universe of potential jobs and positions, these are usually possiblyrelevant, either as being very important to a job, somewhat important,or not important. It is to be understood that sometimes determining whatis not important for good performance in a job, can be very valuable toaccurately defining the job.

As can be appreciated, the Set of Competencies does not directly relateto resumes, education, technical experience, or prior job experience.They are “soft skills”, or in other words, “demonstrable, observablebehaviors”.

(1) Set of Competencies

“Set of Competencies”, for purposed herein, means the followingCompetencies with the following meanings:

-   -   1. Leadership/Management: Achieving goals and objectives through        others.    -   2. Employee Development/Coaching: Facilitating and supporting        the professional growth of others.    -   3. Team Work: Working effectively and productively with others.    -   4. Conflict Management: Addressing and resulting conflict        constructively.    -   5. Inter-Personal Skills: Effectively communicating, building        rapport and relating well to all kinds of people.    -   6. Problem Solving/Decision Making: Anticipating, analyzing,        diagnosing and resolving problems.    -   7. Creativity/Innovation: Adapting traditional or devising new        approaches, concepts, methods, models, designs, processes,        technologies and systems.    -   8. Written Communication: Writing clearly, succinctly and        understandably.    -   9. Customer Service: Anticipating, meeting or exceeding customer        needs, wants and expectations.    -   10. Flexibility: Agility in adapting to change.    -   11. Goal Orientation: Energetically focusing efforts on meeting        a goal, mission or objective.    -   12. Planning/Organizing: Utilizing logical, systematic and        orderly procedures to meet objectives.    -   13. Diplomacy: Effectively handling difficult or sensitive        issues by utilizing tact, diplomacy and an understanding of        organizational culture, climate and/or politics.    -   14. Personal Effectiveness: Demonstrating initiative,        self-confidence, resiliency and a willingness to take        responsibility for personal actions.    -   15. Presenting: Communicating effectively to groups.    -   16. Negotiation: Facilitating agreements between two or more        parties.    -   17. Persuasion: Convincing others to change the way they think,        believe or behave.    -   18. Empathy: Identifying with and caring about others.    -   19. Continuous Learning: Taking initiative in learning and        implementing new concepts, technologies and/or methods.    -   20. Futuristic Thinking: Imagining, envisioning, projecting        and/or predicting what has not yet been realized.    -   21. Decision Making: Utilizing effective processes to make        decisions.    -   22. Self Management: Demonstrating self-control and an ability        to manage time and priorities.    -   23. Management: Achieving extraordinary results through        effective manage of resources, systems, and processes.        Therefore, the Set of Competencies, here twenty-three of them,        are specifically defined. As can be seen, each have a directly        behaviorally- or attitude-related aspect.

The Set of Competencies is used in the system of surveys and reports toassist in defining the behaviorally and attitude related characteristicsof a wide variety of jobs as follows.

(2) Position Survey

To provide a standardized system for first defining behaviorally-relatedCompetencies for most jobs, a standardized Position Survey 20 iscreated. An example is shown at FIG. 3. It is constructed as follows.

An introductory page (FIG. 3B) is for administrative use, for example,calling for a job code, company name, title of the position, and natureof position. It also calls for information about the respondent, theperson filling out the Position Survey, including identification ofRespondent and a code. Coding of the position and the Respondent helpsfacilitate computer processing and tracking.

Instructions, both at an introductory page (FIG. 3C) and continuedthroughout the Position Survey, key the Respondent to answer based noton how they think they perform in the position, or how they would liketo perform, or even how they think they or others should perform; butrather on what the position requires for superior performance.

Some non-behaviorally-related factors can be elicited in a first section(FIGS. 3D-E) of questions which surveys the type of authority,responsibility, accountability, consequences, and risks associated withthe position. This information can be very helpful in evaluating ordefining a position.

A second section (FIGS. 3F-L) is directed towards behavioralrequirements for the position. The questions are specificallyconstructed to elicit from a Respondent the type of observablebehavior(s) that are deemed important in the position, and morespecifically, the questions are specifically constructed to elicit thetype of Competencies, from the Set of Competencies, the Respondent feelsare required for superior performance in such a position.

A third section (FIGS. 3M-3U) is directed at situational events for theposition, but is specifically constructed to also elicit informationfrom the Respondent about Competencies, from the Set of Competencies,required for superiors performance in such a position.

The way in which the Competencies are elicited from the survey is asfollows. At least some of the queries of Sections 2 and 3 of thePosition Survey 20 of FIG. 3 are pre-coded. This is indicated by thehandwritten letter/number combination to the right of some of theanswers to the questions of Sections 2 and 3 of Position Survey 20(FIGS. 3F-U). The hand-written letter/number combination(s) do notappear on Position Surveys given to Respondents. The correlation ofthose codings are stored in computer 12, so that computer 12 knows whichquestions of Position Report 20 are related to which Competencies.Therefore, the answer given by a respondent to any such questionimplicates such Competency (ies).

Position Survey 20 is preferably given to one or more persons thatclearly understand the position at issue. Preferably, these persons areselected who are themselves high performers or perform at a superiorlevel in the position.

FIG. 3 sets forth one such example of Position Survey 20. This is oneexample only and is by no way a limitation on what a Position Surveycould contain or its format or content.

As also indicated by hand-written letters relative to certain questionsin the Position Survey, the Position Survey can use the methodology ofU.S. Pat. No. 5,551,880 to simultaneously probe the Respondent forbehavior and value characteristics relative to the job. Hand-writtenletters to the left and below certain questions (D, I, S, or C) are thesame as disclosed in U.S. Pat. No. 5,551,880 and reference can be takento that patent for ways in which such can be processed. Computer 12knows which questions from the Position Survey relate to whichbehaviorally-related factors from the methodology of U.S. Pat. No.5,551,880.

Likewise, the handwritten letters (Identified with T, U, A, S, I, Tr),the attitude being measured, to the right and below certain questions inFIG. 3 sections 2 and 3 are the same or similar to the values coding setforth in U.S. Pat. No. 5,551,880. Computer 12 would be programmedaccordingly.

Thus, Position Survey 20 is pre-designed to present a Respondent withqueries, some of which directly relate to the Set of Competencies.

A Respondent goes through the Position Survey, and if he/she follows thedirections, will answer the queries accordingly. The answers can beelectronically recorded. However, it could be manually filled out.

(3) Processing the PS

The responses to Position Survey 20 are processed as follows.

The questions in the first section (FIGS. 3D-3E) are also pre-coded incomputer 12 (shown by hand-written letter/number combinations (to theright of certain queries). FIG. 4A shows the scoring key for the firstsection. If a Respondent places a check in the blank next, to a querythat has B1, that element is rated by computer 12 as being “slight”,that is, slightly relevant to the position. A check for a query coded BSwould be rated “major”, of major relevancy to the position.

Similarly, codings P1 to P5 and A1-A5 are handled in a similar way.Queries coded to B1-B5 relate to the job element accounts for results.Queries coded P1-P5 are related to the job element results throughpeople. Queries coded A1-A5 are related to the job element authority.

As shown in FIG. 4B, the answers of the Respondent to section 1 of thePosition Survey can be combined into a rating for each of the jobelements “Responsibility for Results”, “Responsibility for ResultThorough People”, “Authority”, and “Organizational Risks”. These ratingscan complement Competency and/or behavior/values ratings in defining thejob and assist in the selection process and performance management.

The second and third sections of a Position Survey of FIG. 3 areevaluated and processed as follows. First, the questions from thosesections relate to each of 23 competencies from the Set of Competencies.This is indicated by the hand-written numbers placed to the left sideunderneath the questions of Sections 2 and 3. These numbers reflect thecompetency or competencies being evaluated by each questionnaire to thenumbers in the list of the Set of Competencies previously given. Again,the hand-written numbers placed near the questions of sections 2 and 3of the Position Survey of FIG. 3 are to allow an understanding of howdifferent ones of the questions are coded relative to differentCompetencies. The hand-written numbers would not appear on the PositionSurvey, but would be stored in computer 12 and correlated to therelevant questions.

Each taker of Position Survey 20 will answer all the questions relatedto each of the 23 of the Set of Competencies. FIG. 5A illustrates anexample of the distribution of the nine questions per each of the 23Competencies throughout sections 2 and 3 of the Position Survey.

The Respondent would answer each of the questions of sections 2 and 3 byindicating a value between 1 and 5 (see FIGS. 3F to 3U). Depending onthose answers, each of the 23 of the Set of Competencies will be rankedby the survey taker between a ranking of “essential” to “not necessary”in Section 2, in between a ranking of “extensive” to “very little” inSection 3. Points are assigned to each answer. For example, if theanswer to question 1 is given as “essential”, having a numerical valueof “one” in Position Survey 20, a coding numerical value of “six” isgiven meaning that it has been given the most importance. If a “two” iscircled, it is given a point rating of “five” and so on, so that if a“six” rating is circled, the numerical value is “one”.

The most points available for a given competency would be 54 (ninequestions times six possible points). The least value would be 9 (ninequestions times one).

In this manner, software 14 of computer 12 can calculate which of the 23competencies is ranked between “very important” and “not important” bythe survey taker in the following manner.

If a Competency receives a score greater than 83% of the maximum scoreof 54 (that is, a score of 45 or more) is then ranked as “veryimportant” for the job. Any Competency receiving a score of between 51%and 82% of possible 54 points (that is, a score of between 28 and 45) israted as “important” for the job. Competencies scoring 50% or under ofmaximum possible score (under 28 points) are ranked as “not important”for the job.

It is also to be understood that many of the questions in PositionSurvey 20 are intentionally derived from behaviors or values/attitudesas described in detail in U.S. Pat. No. 5,551,880. Hand-written codesare set forth in FIG. 3, Sections 2 and 3, indicating correspondence ofcertain questions to behaviors and values (see FIG. 5B for summary ofhow behavior and values codings are distributed between sections 2 and 3of the Position Survey of FIG. 3). Letters to the left below questionsand Sections 2 and 3 indicate relationship to values coding (T, U, A, S,I, Tr) according to the 5,551,880 patent. Letters to the right belowquestions and Sections 2 and 3 of FIG. 3 relate to values coding from5,551,880 patent. Thus, an interface between questions of PositionSurvey 20, and the Set of Competencies, and the behavior/values of the5,551,880 patent are utilized. By this combination, we can determine ifthe competency comes from nurture or nature.

Reference can be taken to U.S. Pat. No. 5,551,880 regarding howquestions are coded, processed, and scored relative to behaviors andvalues.

Thus, a set of Respondents (one or more, preferably one to ten) who haveknowledge about the position (preferably are high performers) take thePosition Survey and define the job by the correlation of queries in thePosition Survey to the 23 Competencies of the Set of Competencies.

(5) Position Reports

FIGS. 6-10 illustrate Position Reports 30. FIG. 6 will be called aMaster Position Report because it contains basically a complete listingof all the possible text files that could be utilized for each of the 23of the Set of Competencies. It also shows the basic format for Position30 Report 30.

The Position Report is created by computer 12 from the results itprocesses from the Position Survey. Computer 12 can process a PositionSurvey from one Respondent or integrate Position Surveys from aplurality of Respondents.

A description page (e.g. FIG. 6B) explains the Position Report.

Then, a hierarchy of competencies is set forth (FIG. 6C). This is simplybased on which of the 23 of the Set of Competencies receives enoughpoints to fit into the “very important” class, “important” class, or“not important” class. The viewer of Position Report 30 can then quicklysee which competencies are deemed very important, important, or notimportant for the job.

Secondly, Position Report 30 can include a section called “Distributionof Competency Rankings” (FIG. 6E). Each respondent to Position Survey 20would have a ranking in order of importance of the 23 competencies,which would be shown in this distribution. Discrepancies betweendifferent respondents could then be evaluated. It could point outcertain competencies are indeed less important relative to others. Itcould also show a discrepancy that would assist in understanding of theposition or create questions that could be evaluated to see if there isa reason for any inconsistencies.

Third, the report can contain “key characteristics of the position” (SeeFIG. 6F). This is related most directly to Section 1 of Position Survey20, as previously explained with respect to FIG. 4B.

Thereafter, text files from text file 16 are available to construct a“Summary of Top Competencies” (FIGS. 6G to 6M). In FIG. 6, all textfiles for all of the 23 Competencies are set forth to show the differentsummaries for each Competency. In an actual Position Report, only a fewof the Competencies would normally be reported. It is believed that fiveto seven of the highest ranked competencies is all that is required togive a good characterization of the position.

Finally, FIGS. 60-6AB show the set of text files that are available tocreate behavioral interview questions. Such questions would give aninterviewer the type of questions needed to find out or verify whether ajob applicant fits the Competency model of the position defined by thePosition Survey.

FIGS. 7, 8, 9, and 10 are hypothetical Position Reports 30 for fourdifferent jobs; namely, an automobile salesperson (FIG. 7), a vicepresident of marketing (FIG. 8), a computer programmer (FIG. 9), and acustomer service representative (FIG. 10). As can be seen in comparingFIG. 7-10, the hierarchy of competencies varies for each. For example,the automobile salesperson report 30 has only one “very important”competency common namely customer service. However, looking at thedistribution of competency rankings, the two respondents to PositionSurvey 20 actually had four competencies ranked as “very important”.This was interpreted as meaning that only customer service was truly“very important”, because the competencies of “persuasion”,“interpersonal skills”, and “goal orientation” were never ranked atlevel 1 by either respondent. The summary of competencies reprinted textfiles regarding the top seven ranked competencies by the respondents.

In comparison, FIG. 8 had 19 “very important” competencies. However,again, only the top seven were summarized.

FIG. 9 also had one “very important” competency whereas FIG. 10 hasthree.

Note also that Position Report 30 can contain other information. Asshown in FIGS. 8-10, work environment (behavioral relatedcharacteristics for the position) can be summarized as can attitude orvalues related characteristics.

In addition, specific interview questions can be generated from textfiles 16 relative to each of the competencies determined to be mostimportant for the position.

It can therefore be seen that the Position Survey, probing respondentsfor behaviors and values related competencies from the selected Set ofCompetencies, allows a definition of the job to be created in a PositionReport 30. The job thus quantified, is defined in terms of the type, theinherent behaviors of the person, and the attitudes or values of theperson, that would provide superior performance for the job. This isdifferent from evaluating a resume, or evaluating a person based just oninterview. It is deriving a description of the job itself by listeningto the behavioral and values traits that are articulated in the answersto the Position Survey by persons who do perform well in the job.

Once the most important competencies are identified for the job, astrategy for finding the correct and best candidates for the job can becreated. Behavioral and attitude characteristics are summarized andlisted in the Position Report. Interview questions are even created.

FIG. 2 summarizes by flowchart for the previously described process. Theactual position is first identified (50). Preferably, one to ten personswho clearly understand the position are selected to take Position Survey20 (52).

If Position Survey 20 is available in hardcopy or a form that can bedirectly displayed to the respondents (54), the appropriate PositionSurvey 20 is selected (56), printed (possibly from an Internet site)(58), copies are made for the appropriate number of persons (60) and anorientation session is held (62).

Selected persons take the questionnaire (64, 66, and 68) and a “PositionFolder” is created (70) to hold the questionnaires.

The responses of the respondents can be keyed into a computer (72) orstored on a storage medium such as a diskette. The responses inelectronic form could be sent via Internet (74) or mailed (76) forprocessing.

Alternatively, the respondents could be given electronic versions ofPosition Survey 20 on diskette. They could electronically complete thesurvey, the diskettes could be collected, and either electronically orphysically sent for processing by computer 12.

(6) Optional Debriefing

FIG. 11 illustrates how Position Report 30 can be handled. The entityinterested in the Position Report 30 (for example the company) wouldreceive report 30 (90) and review the report (92). If there is nodisparity on respondents' rankings or if any disparity is not of concern(94) the end user or customer can use the report for job description(120), future planning (122) or interviewing (112).

Note, however, that it is contemplated that a customer may want to meetwith respondents to Position Survey 20 after it has been completed (96),review the definitions of competencies (98) and get an agreement on themost important competencies for the position (100) before using PositionReport 30 further.

As shown in FIG. 11, Position Report 30 could even be used to change thejob description (114, 116, 118, 130). Still further, it can be used toweigh competencies (106) as will be described later.

If a disparity in rankings is of concern, a meeting with respondents cantake place (124) and the process repeated (126) to try to get betterconsensus (128).

F. Alternatives, Features, Options

The included preferred embodiment is given by way of example only, andnot by way of limitation to the invention, which is solely described bythe claims herein. Variations obvious to one skilled in the art will beincluding within the invention defined by the claims.

For example, surveys regarding other competencies or hard skills couldbe added to Position Survey 20 and Position Report 30. This could alsoassist an interviewer, or help define a job.

Additionally, as stated previously, live discussion or debriefing of aPosition Report with respondents or other parties could be conducted tofine-tune or alter a description of the job. It is not required.

Still further, after obtaining a definition of a job through use of aPosition Survey, and then producing a Position Report, other actionsrelated thereto could be taken, such as are discussed below.

(1) Personal Competency Inventory (PCI)

FIG. 12 sets forth a hypothetical Personal Competency Inventory. Such aninventory is focused upon gaining information from a potential employee.

A first section (FIG. 12 B) asks the person to characterize how he/shethinks others would describe his/her behaviors.

Second 2, FIGS. 12C-12H, probe the person's feelings or beliefs aboutdifferent job related situations, while section 3 (FIGS. 12G-12K)directly probe the person's career accomplishments related to ourcompetency model.

As shown in handwriting to the right of the questions in sections 2 and3 of the PCI of FIG. 12, the relationship of certain questions tocertain competencies from the Set of Competencies is set forth. Thealphanumeric pair coded next to question in Personal CompetencyInventory 22 are pre-correlated to the twenty-three Competencies fromthe Set of Competencies, i.e. P20 relates to the twentieth listedCompetency in the Set of Competencies listed earlier.

FIG. 13 illustrates the number of questions from PCI sections 2 and 3that relate to which Competencies of the Set of Competencies. The PCI isutilized to try to gauge a potential employee's characterization of hisor her own competencies (related to the Set of Competencies).

(2) Personal Competency Inventory Report

FIG. 14 illustrates the results of an evaluation of Personal CompetencyInventory 22 of FIG. 12. The self-perceived competencies of thepotential employee are ranked in order based on how the person answeredthe questions of sections 2 and 3 of the PCI.

From the Personal Competency Inventory Report 32, an employer cancompare the same with a Position Report 30. The employer can selectcandidates for the position based on the highest correlation betweenreport 30 and report 32. Report 30, if it includes interview questions,can then be used advantageously by the employer to further probe whetherthe selected candidates fit the competency requirements of PositionReport 30.

Therefore, by utilizing both reports 30 and 32, an employer is given thetools to evaluate perspective employees based on the Set of Competenciesrelated to behavior and values and the competencies deemed by incumbentsin the position that perform at a high level, to be the most importantsuch competencies.

(3) Feedback Survey

It can also be advantageous for a company to track the performance of anemployee. System 10 allows this as follows. Periodically, an employeefunctioning in a position, as well as others such as a superior, one ormore subordinates, or one or more peers, can take a Feedback Survey suchas shown in FIGS. 15-17. The competencies previously described are usedto evaluate present employees using the Feedback Survey.

(4) Feedback Report

The answers to Feedback Reports 24 of FIGS. 15-17 can then be compiledin a Feedback Report 34 such as shown in FIGS. 18 and 19. The views ofothers regarding the employee, as well as the employee's own use, arethen quantified. Variations in those results can then be compared. Thiscan be very helpful in assisting the employee develop the competenciesmost important for the job. It can also be used to determine whether acertain employee is not the correct fit for a job.

(6) Interview Candidate Record

FIGS. 20-22 illustrate forms that can be used by an interviewer whileinterviewing several different candidates for a position. FIGS. 20 and21 are hypothetical examples for two different candidates for the samejob. The top five competencies from the Position Report 30 are set forthin the Interview Candidate Record. Weighting of the importance of thecompetency to other competencies is set forth, as well as a ranking fromthe personal competency index taken by the employee.

A weighting result is achieved by multiplying the two. Summation ofthose products gives a total score for the candidate. The form alsoallows the interviewer to write notes regarding the rating for futurereference. Finally, FIG. 23 illustrates a comparison chart of the topfive competencies for each of the candidates to assist in a selectionprocess for the position.

1. A method of benchmarking a job comprising: identifying subject matterexperts for the job; facilitating discussion with the subject matterexperts to identify and prioritize key accountabilities of the job;giving a survey to the subject matter experts to determine soft skillsnecessary for superior performance in the job, the survey incorporatingthe key accountabilities; and combining responses to the survey frommultiple subject matter experts into a composite report identifying andprioritizing skills for superior performance in the job.